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An exploratory student learning model of clinical diagnosis
1Student Learning Research Group, University of Cape Town, South Africa.
Medical Education
|April 22, 1999
Abstract:
This paper investigates how students vary in their conception and engagement of the diagnostic process. The research question is whether it is possible to isolate appropriate sources of variation that are sufficiently psychometrically and conceptually robust for modelling purposes. Eleven such sources of variation are reported, together with an associated common-factor empirical model that is readily interpretable in conceptual terms.